Emerging Workforce Trends in the U.S. Energy and Mining Industries A Call to Action (2013) / Chapter Skim
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This report examines the energy and mining workforce trends and issues, and proposes approaches to address crucial, emerging needs. Numerous reports have discussed the changing demographics of the U.S.
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Laboratory contracted with the National Research Council (NRC) to perform a study of the emerging workforce trends in the U.S.
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Energy Information Administration (EIA) were used to describe current and projected future industry markets and trends, which provide possible insights into industry employment trends, and EIA projections for oil and gas extraction and coal min ing were also used.2 Where data on market size, trends, and projections and on employment were available from sources other than the federal government, they also were used to provide a more complete view of each industry and its workforce.
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, and the oil and gas extraction workforce is expected to grow from 158,900 in 2010 to 182,100 in 2020.3 EIA projects increases in oil production through 2030 and in gas production through 2035, but for employment in the oil and gas extraction sector to decline from 2020 through 2035. Nuclear Energy: BLS estimates employment in the nuclear electric power generation industry to be about 56,800 (2010; 93 percent in the private sector)
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THE BIG PICTURE Despite the data shortcomings, the available data and information provide a clear indication of the nature of the energy and mining workforce and its related, important trends, issues, and concerns. 5 The BLS figures undercount coal mining employment, likely due to the undercounting of contrac tor employment.
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. There is 7 The pipeline is defined as K-12 and postsecondary educational institutions and programs, includ ing community colleges, universities, vocational technical institutes, specialty training facilities and programs, and apprenticeship programs that train and prepare people to join the energy and mining workforce.
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Community colleges are proving to be the best vehicle for delivering the technician-level, skills-based education that the energy and mining industries need in a STEM technical workforce. They provide postsecondary education from 1-year certificates through associate's degrees, and are often the first 2 years of higher education leading to degrees in 4-year institutions.
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Federal Energy and Extractive Industry Workforce: Federal agencies play a key role in the energy and extractive industries, but those interviewed by the committee are having difficulty attracting and retaining qualified workers. The reasons expressed include the government's inability to match industry salaries 9 Available at www1.eere.energy.gov/solar/careermap (accessed January 18, 2013)
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To maintain safety in an increasingly diverse workplace, it is important that supervisors and managers be trained in how to lead and communicate with a diverse workforce. Educating and Training in Earth Resources Engineering: The estab lishment of several interdisciplinary graduate Centers of Excellence in Earth Resources Engineering at leading research universities could help alleviate sci ence and engineering challenges faced by the extractive industries (petroleum, mining, and geological engineering)
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The goal in addressing the shortfalls of the current education pipeline is to create an education system that can respond to changes in the economy more quickly and produce a more flexible, STEM-competent workforce, resulting in students equipped with multiple skills and levels of skills, preparing them to adjust more quickly to industry requirements and job availability by moving and advancing on career lattices. Finding 1: Community colleges are providing important new pathways for supplying the energy and mining workforce by providing direct alignment among their programs of study, the credentials they bestow, and industry education and skill requirements.
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Energy and Mining Information for the Public Importantly, building the best educational pathways in the world and the most qualified STEM faculty for our educational institutions does not mean that more students will pursue energy and mining programs of study. "Build it and they may not come." The public perception of the mature extractive industries in the United States is often that they are environmentally damaging and their jobs are undesirable (due to concerns over pollution, noise, environmental degrada tion, and health issues, for example)
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Finding 5: Students mostly do not stay in STEM courses in K-12 that would prepare them for STEM postsecondary education or employment. Recommendation 3: National industry organizations, in partnership with educational institutions, should embark on a national campaign to create and provide accurate and timely information on the industries and their careers, edu cational and career navigation resources, and experiential learning opportunities to explore jobs and career paths in energy and mining.
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Recommendation 7: All involved federal agencies should review and revise recruitment, training, and employment arrangements for federal employ ees directly involved in minerals and energy policy, permitting, and production oversight to ensure the agencies' ability to attract and retain qualified federal 10 Chapter 8 contains a set of specific recommendations that are based on a detailed overview of the energy and mining workforce, using federal data sources, presented in Appendix B Emerging Workforce Camera-Ready-June2015.indd 13 7/13/2015 4:04:20 PM
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Some innovative solutions are being pursued, but more effort is needed. If the nation fails to act now to prepare its workers, it places its continued access to essential energy and mineral resources at risk.
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